Publications/Reports

Human Resource Development

IDRC/NPC

Executive Summary

          This paper deals with several aspects of human resource development. It has been developed along the line of terms of reference and the responses obtained from the stakeholders. The paper begins with the attempt to highlight the importance of human resource and its vital role in applying ICT for national development. The historical background of computer education in Nepal is outlined along with the endeavors made by public and private sectors in the last two decades. The present picture of available manpower in IT related areas is given and the national requirement is estimated.

            The regional HRD situation and trend are cited for India, Malaysia and Singapore. Comparison of the Nepalese manpower picture with these countries is made on qualitative and quantitative basis. Analysis of comparative study as well as the response obtained from the stakeholders has led to the identification of issues that are to be addressed in the national ICT HRD policy. This has also led to the vision that we ought to have for the next twenty years. Objectives for producing skilled manpower at different levels are outlined together with the program packages for both formal and non-formal streams of IT education.

            Information Technology literacy program is suggested to be launched as a national campaign. The modality and functions of the organizational structure required to execute the program is presented. Time bound plans of action with the objectives, policy outlines, strategies and implementation programs are suggested.

Advisory Committee

Chairman - Mr. Naveen Prakash Jung Shah, Vice Chancellor, Tribhuvan University, Kirtipur

Member – Dr. Suresh Raj Sharma, Vice Chancellor, Kathmandu University, Dhulikhel

Member - Dr. Kedar Lal Shrestha, Advisor, Ministry of Science and Technology, Singh Durbar

Member - Mr. Sri Ram Nath Regmi, Assitant Dean, Institute of Engineering, Pulchowk

Member - Mr. Yellam Vaidya, Managing Director, NIIT Kathmandu Center, Jamal

Mr. Mahesh Malla, Coordinator, ICIMOD, Lalitpur

            We would like to express our gratitude to Dr. Rameshananda Vaidya, Honorable Member of National Planning Commission for entrusting us with the task of preparing a document on human resource development in Information and Communication Technology. We are equally grateful to the Advisory Committee members of our group for critical comments and advice. The cooperation and expert opinions obtained from resource persons and commentators of ICIMOD have helped a lot in improving the quality of this paper. We are indebted to them. Concerned authorities of ICIMOD deserve our thanks and appreciation for their timely help and cooperation. Our special thanks goes to Mr. Mahesh Malla of ICIMOD for his cooperation and timely responses.

       The methodology adopted for the study of human resource development in IT may be categorized as follows.

1. Search of pertinent literature
2. Collection of data for national and regional scenario in IT
3. Development of questionnaires
4. Correspondence with concerned experts and stakeholders
5. Sharing of experiences with the advisors
6. Compilation of information and analysis
7. Report writing along the line of the terms of reference provided

        Literature search was carried out using the available information in human resource development. The case studies of different countries of South and South East Asia along with country paper of some of the African countries were examined. This was followed by collection of data for national and regional scenario in IT. The resource persons were identified. Questionnaires for human resource development were developed and circulated to the concerned experts and stakeholders for their responses. The advisory committee constituted for human resource development in IT was also consulted for expert opinion on several occasions during the course of the study. This was followed by report writing along the line of the term of reference provided.

TABLE OF CONTENTS

1. Introduction

2. Information Technology for national development

3. Historical background

4. National scenario

5. Regional HRD situation and trend

5.1 India

5.2 Malaysia

5.3 Singapore

5.4 Comparison with the Nepalese situation

6. Issues to be addressed in national IT HRD

7. National Vision

8. Programs to be offered for HRD in IT

8.1 Present scenario of education in Nepal

8.2 Proposed programs for IT education

9. Organizational structure for IT

10. Organizational structure for HRD

11. The modality and functions of different organizations and units

12. Recommendations

13. Plans of Action

14. Questionnaires Annexture

15. Available IT skills in Nepal Annexture II

16. Resource persons Annexture III

17. References Annexture IV

1. Introduction

Human resource is one of the best resources of all the natural resources. The material development of a country is not judged by what natural resources a country possesses but by the quality of the human resource it has. It is the brainpower that brings prosperity to a country. Efforts should, therefore, be directed towards developing such brainpower. Development of human resource should be viewed from this angle. Education is a key factor in human resource development. Especially the area of science and technology is found to play a vital role in bringing prosperity and material progress. The prominent area of science and technology of this new millennium is the area of information science and technology which is primarily based on networking and information processing.

The area of information and communication technology is developing so rapidly that it has been difficult to predict what is unfolding next. Whatever it may be, we must be prepared to accept the challenge of the rapid advancement of IT and try to use it in solving the problems of national developments. We should develop our human resource along this line. We have to live up with computer and its peripherals in the age of information and communication technology. We will not be able to do anything in future without these electronic devices. Keeping this in mind, an attempt is made to develop a program on human resource development of Nepal by taking stock of what we have so far in the area.

With the available infrastructure in telecommunication and skilled as well as semi-skilled manpower in the information technology, Nepal should prepare to cater the need of internal as well as external markets. Up-gradation of infrastructure as well as the production of required manpower should be carried out simultaneously. Our strategy should focus in capitalizing the national as well as international ICT market.

Nothing has influenced human civilization as Information and Communication Technology in modern times. Information and communication technology is changing almost all aspects of human activities. Information and Communication Technology has affected all aspects of modern society such as communications, trade, business, culture, education, services, entertainment, research, information and knowledge. Today information and communication technologies are unfolding new dimensions. They have been instrumental in bringing new industrial revolution based on information and knowledge.

With the rise of information and communication revolution, a paradigm shift is taking place in the course of human development. Globalization is taking place. Geographical boundaries are vanishing. Knowledge and information are creating new economic superpowers.

For Nepal, the ICT sector may provide an opportunity to overcome the geographical disabilities. Information Technology might enable Nepal to achieve the goal of being a prosperous and self-reliant nation. Nepal could advance further with rapid development through the use of IT. The need of acquiring the knowledge of IT is all the more important to Nepal to modernize her infrastructure, survive economically and compete internationally. Proper utilization of IT may help Nepal to communicate electronically for trade commerce and other purposes. Nepal should, therefore, be IT aware and work towards developing human resource to make the best use of IT for the present and the future.

His Majesty’s Government of Nepal has recognized the potential of IT for all-round national development and has hoped to bring IT into the national mainstream of activities. Government has also realized that mere introduction of IT will not help the Nepalese society. Without the paradigmatic shift in every level of the nation, Nepal can not exploit IT’s full potential. Information and Communication Technology is not an end in itself but a means to bring prosperity in modern times. Therefore, it is necessary that IT be fully integrated in every level of the nation in order to make a tangible difference in the quality of the common man's life.

Realizing the fact that IT has tremendous potential, National Planning Commission (NPC) is currently involved in the process of formulating IT policy and strategy for Nepal. This report is one aspect of the IT policy and strategy.

In a country like Nepal having only a few natural resources, human resource could be made a real asset. Through well-educated and trained human resource, we could achieve material progress in the information age. Therefore, investment in the development of human capital should be accorded the highest priority.

Industry based on Information and Communication Technology is people centered. Information and Communication Technology industry that can cater the needs of both internal and external markets requires a large number of skilled and semi skilled manpower. Nepal’s HRD strategy on ICT should not only focus on the requirement of the country but should also try to capitalize the requirement of ICT professionals' abroad. Information and Communication Technology industry is growing rapidly in the world and is estimated to grow still further for another decade or so. Dearth of IT professionals especially at the developing countries suggest that we should exploit this opportunity of fulfilling the need.

The history of human resource development of IT sector of Nepal is not so old. In the national census of 1971, HMG used a second-generation main frame computer (IBM 1401) for the first time in Nepal. About 15 staffs received training for operational purpose. Then a separate organization namely, Electronic Data Processing Center was established in 1974 which was converted into National Computer Center (NCC) in 1980.

His Majesty’s Government brought another main frame computer (ICL 2950/10) for the national census of 1981. British Government had provided computer education and training to about 20 staffs of NCC in different programs within 1982 to 1987. Among 20 NCC staffs, about 12 had passed M. Sc. in Computer Science and about 8 had passed Diploma in Computer Science for the first time in Nepal. In addition to this, 5 senior NCC staffs had received basic computer training in UK and advanced courses in the USA in 1980. They were the first batch of higher level computer trained Nepalese who were responsible to complete the national population census data processing in 1980.

The participation of the private sector was initiated with the introduction of Apple microcomputer in 1982. This was the first participation of the private sector in computer application and training. At about the same time NCC established a training unit, which did produce about 1000 mid level manpower per year, until NCC was abolished in 1998. Meanwhile some Nepalese staffs of the first foreign IT Company of Nepal were trained in the US.

While private sectors started to use microcomputer in the early 80’s, NCC started to use it only in mid 80’s. In 1990, NCC bought a Mini computer "Prime 4050". National Computer Center was a pioneer institute in ICT sector of Nepal. Many of its engineers, managers and programmers are now working in high levels of different companies and organizations. Some have started their own ventures especially in education/training and software development.

Although the history of technical education of Nepal can be traced back to have started in the early 40’s yet technical courses like Electrical Engineering was started only around mid 60’s. After a gap of about 25 years Institute of Engineering has started Bachelor level engineering courses in Electronics and Electrical in the early 90’s.

The decade of ninety is noted for the beginning of ICT education in Nepal. Private sector participation increased as different academic institutions were established with BE courses in electronics and computer engineering. Kathmandu University started B. E. in computer engineering in 1994 whereas IOE started it in 1998. Even private schools started computer as a subject in the 90's.

There has been a rapid proliferation of information and communication technology in the cosmopolitan city and other urban areas of Nepal in the past 2 decades. Young talents are attracted to this fascinating area with the hope of getting attractive jobs either at home or abroad. Several entrepreneurs are involved in urban areas to offer various types of short as well as long term courses on IT. There has been a mushroom growth of such training institutions in the private sector. Intense competition is seen among young people to be familiar with the skill of IT. The training institutes are offering skill-oriented program with very little input of the theoretical knowledge. A variety of training programs are implemented without any coordination from any quarters. No mechanism exists for the quality control of the program offered by these institutions.

Business and industrial sectors are increasingly using computer facilities. Different ministries and departments of HMG, NEA, NTC, travel agencies, airlines, hotels, banks and private institutions, private schools, campuses, universities, hospitals, nursing homes have recently started using computer. This has increased the demand of trained personnel of various levels. The training provided by the private sector has not been streamlined. At a time when there is so much demand in this field, HMG has, decided to close down the National Computer Center functioning for the last 25 years. There seems to be some kind of misunderstanding among the policy makers about the ICT program as a whole.

The qualitative as well as the quantitative national IT HRD scenario is as follows: There are around 7,000 persons working in different fields of ICT like hardware, software, networking, internet, data processing, training, education, DTP, etc in Nepal. The present number of ICT related mid level manpower is around 3000 whereas number of ICT related graduates might exceed 1000 in the country.

IT education and training programs in Nepal are found to be of six different categories, viz. –

Formal:

• School level education
• Polytechnic diplomas
• Bachelor’s degree
• Post Graduate Diploma

Non Formal:

• Industrial qualification (Local & Global)
• On-the-job training

3.1. Formal IT education:

More than 4.6 million¹ students are studying in different schools in Nepal. Schools of 35 districts offer computer as an optional subject and about 8000 students appear in SLC examination in this subject. About 200 high schools all over Nepal offer computer as an optional subject or as extra curricular subject. Likewise about forty 10 plus 2 schools offer computer education as an extra curricular subject. Less than ten 10 plus 2 schools are offering computer courses as an optional subject.

The high school graduates have meagre opportunities for the study of computer engineering and computer science in higher levels in Nepal. Although four universities have already started ICT related graduate programs in computer engineering/application and computer science, the number of students graduating remain below 100 per year until now.

Institute of Engineering of TU is the first engineering institute of Nepal. It has been producing an increased number of graduates in ICT related subjects like electrical and electronics in different levels of academic programs like Polytechnic and Bachelor’s levels for some time. Institute of Engineering has also started B. E. program in computer engineering since 1999.

The private sector participation in ICT related engineering programs got underway along with the establishment of Kathmandu University which is the first private university to start BE in Computer Engineering in Nepal. Kathmandu University has already produced about 50 computer engineering graduates until now. It is also producing other ICT related engineering graduates. Pokhara University also offers bachelor level Computer Engineering and Electronics Engineering courses.

The scope for studying computer science at the Bachelor level is also growing in Nepal. Two private colleges and one public college are offering Bachelor of Computer Science programs with the affiliation of TU and more than 60 students are expected to graduate this year for the first time. Similarly, Purwanchal University (Eastern University) and its affiliates have started a program of Bachelor in Computer Application since 1999. Affiliated campus of Kathmandu University also offer Bachelor level course in IT.

At present there is no opportunity for continuing higher ICT education in Nepal except PGDCA course offered by NEC for Bachelor level graduates coming from any stream of education. Tribhuvan University has a program of starting Masters’ and Ph. D. level program in computer education in the near future.

Thus computer education, the backbone of ICT, is gaining momentum in the different levels of education in Nepal. The private sector has been equally active and going ahead with all sorts of program packages of training. This area has rapidly affected especially the urban areas of Nepal. The programs run by the private sector are mostly skill oriented whereas the programs developed for schools and universities are usually knowledge-based skills. The contributions made by private and public sector in computer education is reflected in manpower development of different levels. We have a stock of the following manpower at present¹.

• Lower level - ~ 7,000 from short term course
• Middle level - ~ 3,000 Intermediate + Computer Application
• Higher Level - ~ 1,000 Bachelor's and above

3.2. Expected production of IT manpower from formal education by 2003^*:

In addition to the in-country program of ICT, a large number of Nepalese students is studying computer engineering and computer science and other related subjects in foreign countries. Basically the computer professionals working in Nepal are trained so far from other countries especially from India, Russia, Thailand, Philippines and others. A large number of Nepalese students (about 3000-4000¹) study computer science and computer engineering in India.

The number of Nepalese students studying computer science in the US, UK, Australia is increasing every year. The enrolment figures have been almost doubled in the last two years in the US. In 1997 number of Under Graduate students in Engineering, Mathematics and Computer Science was 937 whereas number of Graduate students was 463 in the US².

History of computer training provided in Nepal is not so old. National Computer Center was established in 1980 with the objective of providing mid level or junior level IT training within Nepal. But currently there is an absence of a computer-training institute in the government sector as NCC was dissolved in 1998. Now HMG is trying to bring all vocational training programs including computer training under the umbrella of CTEVT which also offers computer training program of its own.

Although HMG initiated IT training in Nepal, majority of IT personnel are trained by private sector training institutes, which have proved to be the backbone of IT training. There are about 1000 computer training institutes in Nepal including about five training companies run in collaboration with foreign IT training agencies. Along with this, on-line test facilities and distance learning programs are also provided.

4. Regional HRD situation and trend

In all the developing countries, the IT scene is not uniform. Developing countries like India has a high growth rate of IT industries in consonance with the size of their domestic markets. Some countries in South East Asia like Malaysia and Singapore have a vibrant IT industry because of the rapid industrial growth in the last decade. On the other hand, countries like Nepal suffer from both a pittance of resources and a limited domestic market as well as small sized economy.

Countries like India, Malaysia and Singapore have developed indigenous IT industries and have a vast network of computer installations. They are able to assemble PCs indigenously, making these machines affordable and accessible. They have emerged as new industrialized nations whose major revenue comes from hardware and software exports.

4.1 India:

India has one of the largest scientific manpower in the world. There are more than 1670 educational institutes that provide training to more than 55,000 students annually. The number of IT professionals in India was 140,000 in 1995. Private institutions are still carrying out the majority of the training programs on IT. Indian government has provided free internet access to the students. It has launched a pilot project named CLASS in 1983 in the school level. India is providing computer education through TV, Internet, multimedia and formal classes to the interested students. Now, India is earning more than 2.5 billion US$ per year through software export. Cities like Bangalore and Hyderabad have been converted into the Silicon Valley of India.

No of IT professionals in India ¹:

4.2 Malaysia

Malaysia has given topmost priority to IT education. Yearly enrolment of IT students at Universities is expected to increase by 15-20%. The number of IT students produced in 1998 was 1500. A Multimedia University has been set up to educate more than 4000 students/year by 2001. It has developed special IT city named Cyberjaya and launched a Multimedia Corridor.

In Malaysia nearly 75% of the training comes from the private sector. To encourage training in IT from the private sectors in meeting the national requirements they are granted incentives in the form of tax and custom exempt in the import of multimedia equipments.

4.3 Singapore

In 1997, the Singapore Government commissioned an IT Education Master Plan stressing the need to fully integrate IT into the education curricula. It has set ambitious targets such as:

• all students must have hands-on usage of computers for 30% of their curricular time

• a 2:1 ratio of students to computers must be maintained

• all schools in Singapore will adopt IT usage to plan, teach and asses academic lessons

• The estimated investment required for the six-year Master Plan implementation is S$2 billion. Teachers are given grants to buy computers.

4.4. Comparison with the Nepalese situation:

According to World Indicator Development of 1998, public expenditure of Nepal in education in terms of the percentage of GNP is the lowest among the member countries of South and South East Asia. Nepal is found to be spending about 2.9% of her GNP (1995) whereas countries in the region have invested more than 3.5% of their GNP in the field, (viz.-Table).

The manpower strength in terms of scientists and engineers involved in R&D is the lowest in Nepal. It is only a staggering figure of 506 whereas the neighboring country, India has a largest number (1,45,111) of scientists and engineers involved in R&D. Thailand and Pakistan have 10,553 and 7,398 scientists and technologists respectively. Even if the manpower picture is not uniform in the region, yet these countries have a high growth rate of IT industries. Rapid industrial growth is occurring in countries like Singapore and Malaysia. Nepal, on the other hand, is landlocked, poor in natural resources and has a limited domestic market. Nepal has a small sized economy and inadequate and ill-prepared manpower even to fulfil the demand of internal market of IT. Countries of the region like India, Singapore and Malaysia have developed tremendous IT capabilities for assembling PCs and developing software indigenously and have earned enough foreign currency from IT related exports. The case of Nepal is, however, different. Nepal has recently started assembling PCs and developing a few softwares. It will take perhaps a decade or so for Nepal to contribute significantly in this area by way of IT industry.

The countries in the region have given topmost priority to IT education and IT industries whereas in Nepal we are at the stage of defining our aims and objectives and formulating a policy in ICT. Whatever achievement Nepal has made so far, is largely due to the awareness created by the private sectors. NCC of Nepal had created IT awareness, developed IT culture and prepared a group of high level IT manpower in different fields. It is, however, ironic to note that in the same decade of 80’s Nepal, India, Singapore and Malaysia had started using IT. These countries have made tremendous progress in IT, but Nepal’s effort has been only modest. We cannot, however, undermine the contribution made by NCC, which was able to provide more than 10,000 IT personals of all levels. Now with the dissolution of the Centre by the government; some kind of vacuum has been created in this area. Private sector participation has made some strides in this direction but that alone is not going to be sufficient. His Majesty’s Government has to take major steps in developing manpower and setting up IT industries.

A look at the IT program of India and Malaysia reveals that private institutions are carrying out the major task of IT training. This trend of private participation in IT HRD might prevail in Nepal as well.

Countries like India, Pakistan, the Philippines etc have established information and documentation centres with a view to providing latest information on science and technology. Organizations like INSDOC (Indian National Scientific and Documentation Centre), NSTIS (National Science and Technology Information Centre), PASTIC (Pakistan National Science and Technology Information Centre), NSTII (National Science and Technology Information Institute) of the Philippines have been in operations in these countries for several years. Moreover, India has a separate Ministry of Information Technology. This shows how much importance, these countries have given to IT information with a view to produce human resource. Nepal does not have such organization, although a small advisory committee, "National Committee on Information Technology" does exist in NPC.

In view of the progress made in this region by several countries, the need of taking appropriate measures for the rapid development of human resources has been felt in Nepal. The acute shortage of manpower can be fulfilled only by the combined efforts of HMG and private sectors with the regional and international cooperation. The responsibilities of these three sectors should be as follows.

I) HMG:

• Provide latest IT information and maintain IT system
• Formulate national IT policy, IT laws, IT supervision and support
• Introduce long term and short term IT plan
• Establish a NICTB and NACIT
• Provide IT license

II) Private Institutions:

• Establish quality controlled and skill oriented IT education
• Establish software export industry
• Develop and maintain IT culture
• Support governments IT endeavors
• Follow and maintain national IT policy and laws

III) International Agencies:

• Provide financial and technical support to HMG and private sectors in IT field
• Provide consultancy and advice
• Help establish IT industry in collaboration with Nepalese counterparts

5.1. Constraints encountered in the development of IT HRD:

Nepal is a landlocked country with rugged mountainous terrain with much of the northern belt without any communication facilities. In most of the rural areas there are no facilities of electricity, telephone, computers, TV sets and motorable roads. The public schools are running in a pitiable condition. There is dearth of physical facilities and educational materials. Life is very hard especially in the Himalayan region where the whole community has to migrate to warmer south during winter months. Thus a great degree of disparity in infrastructure exists between rural and urban areas of Nepal. His Majesty’s Government’s program of universalization of basic and primary education has met only with partial success. Even now about 30% of our school going children are deprived of the opportunity of primary education due to extreme poverty. Parents cannot afford to send them to schools so the attendance of the students in school has been seasonal. The educational scenario of the rural Nepal especially of hilly and mountains region is in no way comparable with that of urban areas. Nepal is passing through a period of extremes condition of have’s and have-not’s within her own boundary. Against the backdrop of education, we have to design and develop the program of IT HRD. We should be able to address the issue of hardware, software, training and support right from the initial phase of planning.

5.1.1 National IT policy:

Formulation of national IT policy should receive the first priority before we embark upon any major programs on ICT. Information Technology policy should be implemented with appropriate plans of action form short term, mid term and long term.

5.1.2. Quality control in IT education:

Education and training on ICT imparted so far have been marked with unplanned growth. Most of the programs are run in private sectors and they are usually skill oriented. Many non-formal education sectors are involved in human resource development but the quality, curricula and effectiveness of their programs are in a questionable form. Very recently the IT education programs have been introduced in the schools and university systems of Nepal. These programs should also follow quality control. But to run IT education in schools, 10 plus 2 and universities they are facing the problem of qualified skilled and interested computer teachers. It is the national interest to see that the quality is maintained in both formal and non-formal human resource development activities.

5.1.3. Formal and non-formal IT education:

Information Technology educational packages offered by schools, campuses and universities are found to have made an attempt to strike a balance between theoretical knowledge and practical skill, whereas the programs run in private institutions are with little theoretical background. Skill oriented programs run on a commercial basis especially in the urban areas have been of various types. Streamlining of such programs has been the need of the hour. This can be accomplished through the designing of the curricula based on the analysis of real needs and aspirations of the people.

It seems that schools, which offer computer education, are facing dilemma to run the computer courses in spite of growing number of students who wants to opt for computer studies. The reason cited is that due to unscientific marking system schools are not getting optimum results in SLC examination.

5.1.4. Development of IT industry:

The IT industry of Nepal is at its infancy. However great potential exists for fostering such industry in the country. Even if the country is land-locked, it has already built some communication infrastructure and has a work force, of albeit, a handful of skilled and semi-skilled personnel. Cheap cost of labor and willingness shown by private sector to invest liberally in this area are favorable for the growth of IT industry in Nepal. The IT industry of Nepal should aim at catering the need of both the internal and external markets. Abundance of IT professionals in Nepal may attract foreign investment for IT industry. Human resource development program needs a time bound plans of action in order to develop IT industry of Nepal.

There should be sincere efforts to encourage young talents in IT HRD. A concerted effort is required to attract young students in science and technology disciplines. Creation of conducive atmosphere and a program of motivation of the younger generation with proper incentives might help build indigenous capacity in IT.

5.1.6. Information technology for distance education:

At present, distance education is limited to radio education in Nepal. With the availability of high technology, it has been possible to provide distance education via Intranet and Internet. Internet application like tele-learning has been recently introduced even in the adjacent countries and have brought education at the door step of the people in various fields. Nepal being a mountainous country with rugged terrains is in dire necessity of distance education program to have a wide coverage in the nook and corner of the country. Each district of Nepal should be linked with central V-SAT. Using Intranet or metropolitan area network system, the computers may be used as TV for tele-teaching, tele-learning and demonstration of a variety of educational packages.

5.1.7. Computer literacy program for all:

The literacy rate of Nepal is increasing every year. But even the educated people are not computer literate. Majority of the graduates of social sciences and other disciplines are without IT skills. Computer literacy program has not been launched so far. The basic aim of this program should be to make Nepal a 100% computer literate by 2020. The literacy program should be launched in the form of a national campaign once the infrastructure for such education is built up. Availability of low cost PCs, low cost installation of Internet connection and telephone lines are the basic requirements for such program. To carry out the literacy drive, a large number of IT trainers and teachers are needed. For the all round and rapid development of a country like Nepal, this kind of literacy program is a must. Such a program accelerates the development speed and provides chain reactions in the country.

5.1.8. IT based research and development:

Research and development activity in IT is yet to start. Nepal is at the initial stage of computerization. Computer education has found access to school education only as an optional subject. Even at the university level, computer science and computer engineering programs have started for the last three years. Research and Development activities might start once the Master’s and Ph. D. programs are launched. The proposed "Center of Excellence" should incorporate R&D in IT.

5.1.9. Establishment of national and regional HRD centres:

In order to have a balanced and equitable distribution of IT opportunity to the Nepalese, a network of human resource development centres should be spread throughout the country. Establishment of such network enables the students, teachers, government employees as well as private sectors to have access to different training packages. This is expected to help build IT capacity at the regional levels.

5.1.10. Manpower requirement of Nepal in ICT:

Manpower requirement of Nepal in the area of ICT is of various types. There is a great demand of skilled software developers, system engineers, communication and network engineers, data managers, data supervisors, computer teachers, skilled computer operators etc. One of the current burning issues is the lack of skilled teachers in computer education.

Nepal has a great potentiality for software development. There is a great prospect of exporting software to other countries. Software development should be carried out with a view to create self-employment and earn foreign currency for national development.

At a time when we have such a great demand of various types of manpower, the national picture of manpower production is rather gloomy. The number of graduates in computer related subjects produced by universities in Nepal each year is far less than the actual requirement of the country. The limited number of seats allocated by different universities and campuses in IT related engineering and computer science is inadequate to fulfill the demand of the increasing number of students per year. So Nepal should encourage private sectors to make significant contributions in human resource development.

5.1.11. Financial constraints:

Import tax is levied on IT educational equipments and tools like PCs and accessories, CD ROMs etc. In addition VAT is also levied in data communication services. Although government raises revenue through taxes on IT, the investment of HMG for IT HRD is almost insignificant and grant provided to schools is hardly invested in computer education. The insignificant investment made has hardly helped flourish IT education in Nepal. Due to the lack of proper mechanism for bank loans with low interest rates for education the progress is hampered. Due to the lack of funds, IT professionals or entrepreneurs of Nepal are not able to cater the need of national as well as international markets. The present situation is sure to create the problem of brain drain. It is true that the investment made in education do not yield immediate observable dividends. Balancing investment in IT HRD with other pressing demand is a key issue to be addressed.

6. National Vision:

The review of the national and regional scenario of human resource development on ICT, and the identification of national issues lead to the national vision that we ought to have for the next twenty years. The information age has ushered in the middle of the 20^th century and has been the focus of many developed and developing nations. Its importance is all the more realized in the beginning of this new millennium. In view of this, Nepal should focus in promoting IT sector so as not to lag far behind. Nepal’s effort should be directed towards capacity building in IT for the purpose of all-round national development.

Human capital in digital age: In a resource scarce country like Nepal, though difficult, human resource is the main factor for economic prosperity and could be made a real asset in digital age. Therefore, investing in development of human capital should be accorded one of the highest priorities of the nation.

ICT industry is growing rapidly in the world and is estimated to grow still further for another decade or so. Dearth of IT professionals especially at the developing countries suggest that we should exploit this opportunity of fulfilling the need. Abundance of IT professionals in Nepal may also encourage investment in this sector. Therefore, Nepal’s ICT HRD strategy should not only focus on the requirement of the country but should also try to capitalize the requirement of ICT personals abroad. The anticipated global IT industry is US$ 50 trillion¹ in year 2008. This means that there will be a huge demand of IT manpower in coming years. Currently also the demand for IT skilled manpower is very encouraging. Through the development of human resource, Nepal should be ambitious to increase annual export of ITwares in 10 to 15 years.

Computer education for all: While developing the human capital it should be taken care that ICT is centered on people with appropriate skills and knowledge. The basic building block of ICT industry is the skilled and semi-skilled manpower. ICT industry that can cater both internal and external markets needs a large number of skilled and semiskilled manpower which basically comes from three sectors of education viz. schools, higher education and training.

Appropriate basic education is the first building block for producing the strong manpower. Though government has given top priority for education, in coming days it will not be sufficient to fulfil the aspirations of the people. It is imperative that people should be empowered with appropriate basic education to achieve better life in digital age. One of the initiatives of the government should be compulsory basic computer education for all so that Nepal will be a 100% computer literate country within 2020.

Though a large number of graduates come out of schools every year, there are limited opportunities for higher education in the country especially in IT education. In the present context, production of about 100 IT graduates in Bachelor level per year is not sufficient even for the local IT industry. The aspirations of the ever increasing number of students opting for higher IT education per year can only be met by increasing the existing capacity in the present IT institutions and establishing more IT institutions, physical as well as virtual, in the country.

A model agency for the information age: The successful adoption of IT as a major driver for the human resources development depends on real-time strategic planning and the implementation of various initiatives in a co-ordinated and rational way at the national level. It is therefore recommended that a national level IT body under the Chairmanship of the Prime Minister is constituted. Leading the way in information age by creating linkages and networks with all the stakeholders the agency should be faster, flatter and functional. It should ensure that ICT strategy evolves in tandem with changes in education, technology and society and promote opportunities for all Nepalese to benefit from the information and communication technology revolution by ensuring access for all to existing and future education system.

Though the impact of ICT revolution through out the world can’t be argued but ICT is not an end in itself but a means to bring prosperity in modern times. We should realize that mere introduction of ICT will not help the Nepalese society. Without the paradigm shift in every level of the nation, Nepal can not exploit ICT’s full potential.

7.1 Present scenario of education in Nepal:

Prior to making suggestions about the programs that can be offered for human resource development in information technology it may be worthwhile to look at the structure of education and the number of teachers and students who may be writing to acquire knowledge in IT. The education system of Nepal can be stratified into (i) Pre-primary (ii) basic and primary (iii)lower secondary (6-7), (iv) secondary (8-10), (v) higher secondary (11-12), and tertiary level comprising of Bachelor, Master and Ph. D. programs.

Besides these programs on formal education, Ministry of Education and Culture has launched several other non-formal programs such as girl’s education, education for disabled, literacy program, distance education program so on and so forth.

The numbers of teaching institutions, teachers and students at the various levels are as follows¹:

When we look at these numbers of teachers and students waiting for IT information, we realize the complexity and magnitude of the task that we are going to undertake in manpower production in IT. Meagre resources at our disposal may be utilized only to train and educate a handful of aspirants at present. We should be able to strike a balance between what is available and what is required for national development. Considering the rural urban infrastructure disparity and difficulty encountered in reaching the accessible mountains terrain, we should launch a program of IT E&T in a phase wise basis.

The stock of IT manpower available (see National Scenario) is far below the level of national requirement. Nepal is expected to be in need of different levels of manpower in large numbers. One such prediction of the requirement of manpower for the next 5 years may be the following¹–

• Lower level - ~ 3,000 per year
• Middle level - ~ 2,000 per year
• Higher Level - ~ 300 per year

These figures are suggested based on the enrolment of students in computer education at different levels of education. At present there is a dearth of skilled teachers needed to run the programs of computer education in the schools and campuses.

Keeping these facts and figures in mind, the human resource development program of ICT should be designed with clear objectives and program packages. Provision should be made for both formal and non-formal streams of such education. An integrated approach of comprising both formal and non formal sectors of IT education should be developed and adopted. Following is the tentative level wise objectives and program packages of ICT for different levels of education. The proposed programs are by no means complete. A mere attempt has been made to show the minimum program packages for different levels of education.

7.2. Proposed programs for IT education:

Objectives:

• It is to acquaint the young children with computer as a playing tool.
• It is to provide some form of skill through computer games.

Program: Computer games and arts only.

Computer should be treated as one of the basic building blocks of education. It should be introduced as a basis for further learning. Computer should be treated as essential as alphabets and multiplication table. At this level computers should be introduced as useful supplementary teaching/ learning toys. Use of multimedia will be very beneficial.

Objectives:

• It is to familiarize the computer fundamental and computer language like logo programming.

Program: Computer introduction and logo programming

iii) Secondary school (8-10):

Objectives:

• It is to provide the students computer basics, Internet and computer language (QBASIC).
• It is to prepare the lower level manpower in IT.

Program: Computer Basics + QBASIC programming.

Students at lower secondary and secondary levels should be introduced with the development in computer and its demonstrated benefits. This will help the students to gain confidence in the technology. At this level ICT should also be introduced as a logical discipline. For example, students should be introduced with the concept of programming and how computer is used to solve problems. They must be encouraged to learn some of the technical subjects like, health, science, geography, mathematics and statistics etc using computer.

iv) Higher Secondary Schools (11-12):

Objectives:

• It is to enable the students to develop capacity to write programs in high level programming language like Visual BASIC and C, C++.
• It is to provide basic knowledge on Internet technologies.
• It is to prepare middle level manpower.

Program: Computer fundamentals, Visual BASIC programming.

At this level, ICT should be seen as more of a problem-solving tool than office automation equipment. Students should be encouraged to learn new trends in ICT and how it can be used to better solve the problems. Communication aspects of ICT should be emphasized. Students should also be familiar with the future direction of ICT, both nationally and internationally, and how it will influence their career goals.

As a diversification from the main stream of IT education "Computer Diploma" course may be designed from 10 + 2 or intermediate level. The package of IT is envisioned to be mostly skill oriented. The objectives and programs for diploma are as follows:

v) Computer Diploma’s:

(Minimum entry requirement is 10+2 or certificate level passed)

Objective:

• It is to enable the students coming from different streams of education to be skilled in software development, computer operation, data processing, networking, system analysis, communication technology and hardware maintenance.
• It is also to prepare middle level manpower.

Program: Skill packages, programming language, system development, Internet, network. (A variety of 6 months to 2 years programs may be offered.)

Objectives:

• It is to provide knowledge based skill in the ratio of (60 % knowledge : 40 % skill) in IT for the main stream students.
• It is to provide knowledge and skill in 50,50 ratio to students coming from social sciences or pure sciences or management as an optional courses related to other subject in the university.
• It is to provide skill oriented knowledge of IT (70% skill : 30 % knowledge) to students of social science or pure science or other streams as a computer training as their interest in the private institutes..
• It is to produce higher level of manpower.

Program:

• Introduction to computer, programming, Operating Systems, Information System Analysis and Design, Data Structure Analysis, simulation and Modeling, Numerical Methods, Computer Graphics, Object Oriented Programming, Networking, Artificial Intelligence etc.
• Introductions, Operating Systems, programming, general packages, special packages, data processing, MIS, Graphical packages, Multimedia, Internet etc.
• Computer basic, Operating Systems, Programming, System Analysis and Design, project work, Internet, Multimedia, general packages special packages, engineering packages, statistical packages, graphical packages, hardware maintenance and project works etc.

vi) Master’s level (2 Yrs):

Objectives

• It is to provide advanced knowledge of IT along with skill in the ratio of 60% knowledge and 40% skill for the main stream students.
• It is to provide advanced knowledge as well as skill in 50,50 ratio to students coming from social science or pure science or management or other streams as an optional courses related to their subject in the universities..

• It is to provide skill oriented advanced knowledge of IT in the ratio of 70% skill and 30% knowledge to students of social science or pure science or other streams as a computer trainee as per their wish in the private institutes.

• It is to provide higher level of manpower in IT.

Programs:

• Artificial Intelligence, Neural Networks, Data system, Expert System, Software Management Psychology, Structured Programming Languages and project work etc.
• Operating System, Data Base Management System, General Packages, Special Packages, Statistical Packages, Graphical Packages, Multimedia, Internet etc.
• Computer fundamental, Database Management System, Operating System, packages, project works, Internet, Multimedia, MIS etc.

vii) Ph. D. level (3-4 Yrs):

Objectives:

• It is to carry out research and development activity in IT.
• It is to pursue innovative and creative work in IT.
• It is to produce the highest level of broad knowledge based and skilled manpower of IT.
• It is to provide facilities to Ph. D. students of other disciplines in their research.

Programs: Fundamentals, operating systems, packages programs, DBMS, Internet, multimedia, MIS, project work. The program is envisaged to give 80% weightage in research and 20% weightage in course work.

The IT skill based training packages have been envisaged to be incorporated in different levels of education as optional courses.

In order to implement the plans and programs of ICT HRD effectively, a structural framework is essential. Coordinated efforts of the several units of the organizational structure leads to the success of the program. The following is the proposed Organizational Structure for human resource development in ICT. Although the proposed structure is designed to implement the plans and programs of ICT HRD it may very well serve the need of other aspects of ICT, with a little bit of modification. The organizational structure is shown in the next page.

9.1 National Information and Communication Technology Board (NICTB):

This Board will be the apex body for providing broad guidelines and directives for human resource development in ICT. It is proposed to be constituted under the Chairmanship of the Prime Minister. The Board is envisaged to be represented by NPC, various ministries of HMG, universities, professional organizations, training institutes, industries and business sectors, experts and other relevant agencies.

9.2 Ministry of Science and Technology (MOST):

The ministry of science and technology will act as a line ministry between NICTB and the proposed National Centre for Information Technology (NACIT).

This centre is proposed to be the backbone of human resource development in ICT. It is envisaged to function as an autonomous body. It will be a focal point for all sorts of activities to be pursued in ICT. It will act as a watchdog in implementation, quality control and marketing aspects of ICT. It will coordinate, monitor, evaluate, and adopt appropriate measures for the development of human resources besides formulating a national policy on ICT through a large network of its departments. It will act as a think-tank in ICT. It is envisaged to be a self-sustaining body in ten years time. Some of its functions have been proposed as follows:

1. Formulation of national policy on ICT.
2. Strategy development for the implementation of program on HRD in IT.
3. Curriculum development for formal as well as non formal education.
4. Standardization of the program and certification.
5. Development of evaluation schemes and testing.
6. Monitoring and supervision.
7. Providing linkages, coordination and also providing accreditation between government and IT firms.
8. Promotional activities of ICT.
9. Research and development activities in ICT and quality control.
10. Popularization of ICT through various electronic and print media.
11. Establishment and management aspects of IT park.
12. Financial and marketing aspects of ICT.
13. Establishment of virtual institution.
14. Proliferation of ICT for regional development.
15. Distance education, remote learning via Internet applications.
16. Providing incentives (rewards, fellowships, soft bank loans etc.).

The functions enumerated above are expected to be carried out by various units and departments of NACIT with the cooperation of various implementing agencies of HMG, universities, business circles, banks, financial institutions and other private organizations.

9.4. Proposed responsibilities of different units of NACIT :

9.4.1. Policy and Planning unit:

This unit is expected to serve as the backbone of the entire ICT program. The function of this unit under NACIT will be to prepare a draft of the policy document reflecting clearly the national goals and aspirations and review policy periodically. It will check out the plans and programs needed to carryout different activities in IT to ensure maximum efficiency and effectiveness.

9.4.2. Curricula development unit:

This unit will be responsible for bringing together academicians, policy makers and stakeholders for the purpose of designing national curricula in ICT HRD. It will see that IT is integrated in all aspects of the curriculum along with a provision for specialized study of IT at the university level. The degree of freedom that the universities are exercising in framing curricula will not be restrained but a smooth linkage and coordination will be established among universities for the purpose of maintaining uniformity. The unit will recommend internationally recognized standards at different levels of education.

9.4.3.Cyber lab:

Training and Research unit: This unit will be entrusted with the task of training as well as research. It will work toward setting up of a mobile training and laboratory in addition to in-house programs. This unit will make arrangements of training equipments, books and other training materials. Special courses of training will be offered to schools, business people and others in different parts of the country – accessible by roads or air service. In-house programs of training will be carried out throughout the year. Result-oriented research activity in various ramifications of IT will be encouraged in the form of time-bound projects.

9.4.4. R/D units:

This unit will serve as the brain of the entire ICT program. The main objective of this unit is to maintain quality in IT-wares-both softwares and hardwares. The unit in envisaged to help promote and encourage the development of local talent – a crucial factor in building indigenous capacity in ICT.

9.4.5. Distance education unit:

This unit will be focussing on distance education program with a view to impart integrated IT education to different target groups. The need for continuous learning requires new strategies. Traditional means of learning and teaching can hardly fulfil the need of universalization of primary education. The unit will launch an education highway project in a phasewise basis and will cover entire Nepal in the next twenty years via internet connectivity.

9.4.6.Virtual Institution:

Virtual institution is conceived as a centre for higher studies in IT in the 21^st century. The central institute will be hooked up with all regional documentation centre within the next twenty years.

Many Nepalese universities lack high-quality professors, up-to-date materials, adequate facilities for teaching and research, and modern curricula, particularly in science and engineering. Distance education is an effective tool for imparting knowledge and skills to overcome the above mentioned difficulties. Significance of distance education will be visible in coming days as the Internet is getting popular in Nepal. The most important factor would be the cost and fast accessibility. The Internet offers tremendous potential for reducing the cost and increasing productivity in education and training. A national virtual university or institute should be set up to take advantage of the distance education in modern times. This will give an impetus to higher IT education sector as well. Its mandate would be to increase university enrolments and improve the quality in science and engineering.

9.4.7. Population and Promotion unit:

This unit will carry out the responsibility of popularization of IT through the publication of books, journals, bulletins and softwares. It will organize seminars, workshops and conferences with the aim of promoting IT education. In short, it will create awareness among people about the role and importance of IT in national development.

9.4.8. Supervision and Monitoring unit:

The unit will undertake the task of both supervision and monitoring of IT activities. It will act as a watchdog and suggest concrete steps for improvements. It will see that the quality is not compromised in any aspects of IT.

9.4.9. Linkages and coordination unit:

This unit will be entrusted with the responsibility of establishing linkages at the national, regional and international levels. It will coordinate the activities of HMG, semi-governmental organizations, autonomous bodies and private sectors. It will see that the duplication of efforts is avoided as far as possible.

9.4.10. Evaluation unit:

This unit will carryout periodic evaluation of IT programs of manpower development. It will work remaining in close contact with the supervision and monitoring unit. The unit will recommend appropriate measures of rewards and incentives based on subjective and objective evaluation. It will recommend for accreditation after evaluation of the in-going program.

9.4.11. Incentive unit:

This unit provides incentives in the form of fellowships, scholarships, grants and soft loans to people engaged in IT activities. It will provide opportunity for participation in national, regional and international seminars, workshops and conferences. Rewards, prizes and awards will be instituted with the hope of providing driving force for pursuing creative and innovative work in IT.

9.4.12. Testing and Certification:

This unit will carry out nation-wide testing and certification of all non -formal education. It will develop criteria for testing and certification. Especially skill-oriented program run by private entrepreneurs will be tested for certification.

9.4.13. IT park:

IT Park is envisaged to be a centre of vibrant IT activities of the nation. It will be a permanent display centre of ICT. It will pursue research and development activity especially in the development of softwares and hardwares.

9.4.14. Media centre:

This centre will provide information to all relevant organizations and institutions. It will be a focal point of communication and information technology.

9.4.15. Financial and Marketing unit:

This unit will be active in fund raising to pursue activities in ICT. It will motivate business circles, industries, banks, HMG, NRNs, multinationals as well as international funding agencies for investment in ICT activities in Nepal. This unit will also generate income through marketing of IT-wares developed and produced in Nepal.

9.4.16. Centre of IT excellence unit:

It has been proposed that a reasonable number of "Centre of IT excellence" are established through out Nepal. These centres may be formulated in the same line as IIT (Indian Institute of Technology) and REC (Regional Engineering College) of India. This unit will create a link between all the centres spread across the country.

10. Recommendations:

10.1 Organizational Structure:

1. A high level national board, "National Information and Communication Technology Board" (NICTB), be established under the Chairmanship of the Prime Minister for overall guidance and directives in ICT HRD.
2. An autonomous body, "National Centre for Information Technology" (NACIT), be established for all round development of human resource in ICT. This organization be developed as a focal point and think tank in ICT.
3. Ministry of Science and Technology be designated to play a role of a liaison office between the high level body (NICTB) and NACIT.

10.2 Policy and Planning:

1. National policies for the development of human resources in ICT be formulated in tune with the aims and objectives.
2. Appropriate strategies and implementation plans be developed for the realization of policies in ICT.

1. Entrepreneurs including NRNs should be offered special financial packages to set up IT educational facilities.
2. Banks and Financial Institutions should be instructed to float special bonds "Edu-cash" (Vidhya Dhan) to raise capital for investment in IT education and training. This fund should be made available to IT HRD institutions as well as to students opting for IT education on low interest rates. Provision for soft loans from banks and other financial institutions be made for education institutions or students opting for IT education.
3. Foreign Direct Investment (FDI) brings efficient technology and management into the economy. To attract investment in the country "soft" infrastructure like educational system will be made appropriate. Promotional activities should be organized in different countries with the help of Nepali missions abroad to bring investment by NRNs as well as others.
4. There should be tax exempt for IT HRD institutions and companies for at least for five years.
5. There should be no ceiling on investment for IT HRD institutions and companies. Multinational IT HRD companies should be given freedom to open similar companies in Nepal on the condition that they reinvest upto 25% of the revenue in Nepal.
6. A provision should be made so that no tax is levied on donated computers and accessories to local academic institutions by national and international bodies and individuals.
7. .A conducive atmosphere be created to attract national as well as foreign investment in ICT.
8. .Participation by private sectors in ICT HRD be encouraged.
9. A large pool of manpower, 200,000, should be produced to export software worth US$ 1 billion, manpower requirement for national and international IT sector with in 15 years. For this government should provide support to companies in this sector.
10. Provision for incentives be made to encourage young talents and the problem of brain-drain be reversed.

1. Computer education be provided to all students, teachers, administrators and stakeholders under the scheme "Computer for all" by the year 2020.
2. Selected schools and campuses be developed as Centre of Excellence in ICT and be given the role of model IT centres for regional development.
3. Distance education program in ICT be launched through Intranet and Internet within 2005.
4. Computer education be made compulsory in schools and (10+2) programs by 2020.
5. A national educational network "Rastriya Vidhya Merudanda" should be instituted based on modern communication technology by which activities of all the HRD institutions are integrated. In the first phase, all the HRD educational institutions of the Terai region and developed districts will be integrated. For this, a joint venture of the government and industry should be launched. Second phase will cover all the hilly regions. The duration of these phases may be five and ten years respectively.
6. The center node of the network should be an educational information pool "Edu-Pool" (Vidhya Srot Kendra). This should be able to provide all sorts of information related to IT education.
7. Interested sectors of the country should be allowed to invest in this network at the district and regional levels with special financial packages.

1. Curricula for schools, private training institutes and university level education on human resource development in IT be designed, standardized and implemented.
2. Curricula for non-formal education on ICT to be provided via virtual system of education be prepared standardized and executed.
3. Skill oriented curricula to be introduced as diversification from the mainstream of IT education from different levels such as SLC, (10+2) and bachelor’s degree program be designed.
4. Master’s and Ph. D. level computer education be started within the next 5 years.
5. Educational packages of ICT be tied up with national development activities.

1. Immediate measures be taken for maintaining uniformity in the training programs of ICT imparted by various entrepreneurs.
2. Strict measures be taken for quality control.

1. Monitoring and coordination of the formal as well as non-formal education on ICT be done and remedial measures be suggested.
2. Present evaluation system be improved and implemented.

1. A system of testing and certification be developed and enforced.
2. Programs listed in short term, mid term and long term in the action plans be implemented.

1. Linkages be established with concerned institutions or organizations for exchange of knowledge and skills on ICT at the national, regional and international levels.

1. Local IT HRD organizations should be encouraged to start basic research in fulfilling the national target.
2. All IT companies in the country will be encouraged to set aside 5% of their value-added revenue to support IT education in the form of scholarships and research grants.
3. His Majesty’s Government in collaboration with IT HRD institutions should aim to achieve cent percent IT literacy within defined time frame.
4. Professional bodies such as CAN, NEA, SECEN, NIUG, etc should be invited by HMG and NICTB to play an active role in collaboration with industry in the process of evolving professional ethics and standards in IT HRD.
5. Employers’ organizations like FNCCI, HAN, TAAN, NATA etc should also be involved in maintaining quality of the output of HRD institutions.

1. Greater input of science and mathematics be given in school systems.
2. Latest information on ICT be provided through information centre located in the premises of NACIT and regional model IT centres.
3. Programs listed in short term, mid term and long term in the action plans be implemented.
4. Information Technology, except telecommunication, is still not in the priority of develpoment organizations and donor agencies. A special program will be launched with these organizations to give IT in rural sector a priority.
5. A special educational program package should be introduced to increase the participation of women in IT HRD sector. A fixed percentage of quota should be set aside for women who want to take up IT studies.
6. Banks and financial institutions may be expected to support enterprising and professional women with financial packages to set up IT-led economic activities.
7. SOHO and Telecommuting should be encouraged for women who cann’t take a regular job outside.